Interactivity & Simulations - in e-Learning Author: Ruth Thomas
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Interactivity & Simulations
in e-Learning
Author: Ruth ThomasInteractivity and Simulations in e-Learning This publication is also available electronically on the World Wide Web at the following address http://www.multiverse.co.uk/whitepaper.pdf For additional copies of this document please contact: MultiVerse Publications MultiVerse Solutions Ltd Willow House Strathclyde Business Park Bellshill ML4 3PB Tel. +44 (0) 1698 646225 Fax. +44 (0) 1698 464226 Acknowledgments Thanks to John Liddle, Bill Austin and Colin Milligan for their constructive criticism of the document and to Colin Milligan for drawing the figures. © Copyright 2001 MultiVerse Solutions Ltd
Interactivity and Simulations in e-Learning
Contents
Synopsis 1
1 Background 2
2 The Importance of Interactivity 2
2:1 What is Interactivity? 2
2.2 Interactive Simulations 3
2.3 Teaching and Learning Styles 3
2.3.1 Learning Styles 3
2.3.2 Teaching Styles 3
2.4 Collaborative Interactivity 4
2.4.1 Importance of Communication in E-Learning 4
2.4.2 Communication and Simulations 4
3 Key Issues 4
3.1 Improving the Cost of Production 4
3.1.1 Improving the Production Process 4
3.1.2 Re-using Interactive Simulations. 5
3.2 Improving the Quality 5
3.2.1 Customising Interactive Simulations 6
3.3 Summary 6
4 The Future of Interactivity and Simulations 6
4.1 Collaborative Use of Simulations 6
4.1.1 Communication Between Tutor and Learners 7
4.1.2 Communication Between Learners 7
4.1.3 Asynchronous Communication 7
4.1.4 Synchronous Sharing of Simulations 8
4.2 Integrating Simulations with E-Learning Tools 9
4.2.1 Learning Management System 9
4.2.2 Assessment Tools 9
5 The MultiVerse Vision 10
5.1 MultiVerse Interactive Simulations - The eSim 10
5.2 The eSim Development Process 11
5.3 The Basic Toolset 12
5.3.1 Model Construction Tools 12
5.3.2 Interface Construction Tools 12
5.3.3 Web Deployment Tools 13
5.4 Community of Users 13
6 The Future 13
6.1 Empowering Expertise 13
6.1.1 Model Building Tools for the Non-Programmer 13
6.1.2 The Collaboration in the Development Team 14
6.2 Improving the Educational Experience 14
6.2.1 Collaborative Learning 14
6.2.2 Integration with Other E-Learning Tools 14
6.2.3 Interface Overlays 14
6.2.4 Event Triggers 14
7 Summary 15
8 References 16Interactivity and Simulations in e-Learning
Synopsis
A major challenge facing providers of e-Learning is the provision of
meaningful interactive courseware that is responsive to learners,
allowing them to actively participate in the learning process. This
white paper looks at the nature and desirability of such content,
examining key issues in its effective production.
Looking to the future, the benefits of: sharing interactive content
such as simulations in collaborative learning;fully integrating such
content into managed learning systems and assessment engines are
also discussed.
Finally the MultiVerse vision of making simulations as ubiquitous
and easy to produce and manipulate as graphics or images is
outlined and the novel concept of the e-Sim, an online shareable,
customisable, re-usable, interactive simulation that encapsulates the
ideas in this White Paper is introduced.
1Interactivity and Simulations in e-Learning
1 Background
The market for online educational products and e-Learning has
been increasing rapidly, a trend that is predicted to continue (Merrill
Lynch 1999) “Learning for Life” initiatives being promoted by many
governments and requirements for continuing professional development
are greatly increasing the demand for post secondary education. The
average student is no longer a full-time 18-22 year-old but a part-time
continuing education student who already has regular employment.
“ If you tell me, The needs of these learners are being met not only by the traditional
I will listen.
universities and colleges, but also by educational publishers, corporate
If you show me,
universities, “for profit universities” and training companies. Increasingly
I will see. If you e-Learning is being used to allow learning to take place at the learner’s
let me experience, convenience - any place, anytime.
I will learn. ”
Within the primary and secondary education sectors of many countries,
increasing use of IT in many subjects together with the networking of
schools is increasing demand for the
* provision of online resources.
There is a huge and burgeoning market for e-Learning. The pressure to
meet the demand for online courses quickly and inexpensively has led to
a state where:
“ We have used the Internet in a narrow fashion, like vast text books or
lectures on-line, instead of exploring its interactive potential.” (WBEC 2000)
This White Paper looks at ways in which the interactive potential of the
Internet can be realised and examines the issues involved in effectively
producing and integrating meaningful interactivity into online learning.
“ Interactivity results
in deeper learning
2 The Importance of Interactivity
because learners
can hypothesise 2.1 What is Interactivity?
It is believed by many educationalists that interactive courseware
to test their
which allows “learning by doing” arouses interest and generates
understanding,
motivation providing a more engaging experience for the learner
learn by mistakes (e.g. Lewin 1951, Brookfield 1986). The much-used quote from Lao-Tse
and make sense written in the 5th century BC sums this up:
of the unexpected.”
“If you tell me, I will listen
If you show me, I will see
If you let me experience, I will learn.”
To those who hold this view, interactivity is seen as part of a system
where learners are not passive recipients of information, but engage with
material that is responsive to their actions. Interactivity results in deeper
learning because learners can hypothesise to test their understanding,
learn by mistakes and make sense of the unexpected (Kolb 1984) .
*The equivalent of K-12 in the US 2Interactivity and Simulations in e-Learning
Interactivity is important and there been a tendency to abuse the
term especially when marketing computer-based learning. E-Learning
that merely allows the learner to navigate content or take an online
test is often labelled as interactive. This does not meet the criteria for
meaningful interactivity outlined above, unlike, for example, that
provided by a simulation where a learner can actively explore a
simulated system or process.
2.2 Interactive Simulations
Simulations and modelling tools are the best examples of complex,
meaningful interactivity. Such applications model a real or theoretical
system, allowing users to manipulate input variables to change the
system behaviour and view the results. With such applications, learners
can construct and test hypotheses and receive feedback as a result of
their actions. There are great benefits to the learner if a static image
such as a diagram in a text book is replaced with a simulation:
“Simulations and visualization tools make it possible for students to
bridge experience and abstraction helping to deepen understanding
“ Simulations and of ambiguous or challenging content.” (WBEC 2000)
Visualization tools
make it possible for
Inclusion of interactive simulations in online courses will improve the
students to bridge
quality and outcomes of e-Learning.
experience and
abstraction helping 2.3 Teaching and Learning Styles
to deepen The presentation of interactivity depends very much on the teaching
understanding of style adopted by the course designer who will take account of the needs
ambiguous or of the learner.
challenging content.”
2.3.1 Learning Styles
Learners do not all learn in the same way. Honey and Mumford (1992)
suggest there are four stages in learning and that a learner will have a
preference for one of the four stages.
This leads them to group learners as:
• Pragmatists who link what they learn to real life
• Reflectors who need time to reflect on what they are learning
• Theorists who want to think ideas through logically
• Activists who like a hands-on approach to learning,
These different types of learners would clearly benefit from the provision
of different types of interactive content and associated resources.
2.3.2 Teaching Styles
The teaching style adopted by an e-Learning course designer or a tutor
running the course may fall anywhere between that of pedagogue who
sees the learning process as something to be controlled by the teacher,
to facilitator who helps the learner construct their own understanding
of a subject. The style adopted will depend on the expertise of the
learner and the desired learning outcomes. In terms of simulations,
this might be reflected in the way in which tasks are set, the guidance
provided and the “openness” of the resources.
3Interactivity and Simulations in e-Learning
2.4 Collaborative Interactivity
2.4.1 Importance of Communication in E-Learning
The e-Learning experience should be as rich as, if not richer than, the
traditional educational experience. Online learning allows learners to
access content at their own convenience, but they learn alone, separated
from one another by distance and time. Such students can lack the sense
of community that interaction with other learners and tutors can bring.
Learner-learner communication is often neglected, but is critically
“ The e-Learning important in collaborative tasks requiring team-working skills where
experience should be dialogue and social negotiation must take place. Indeed, it is this social
as rich as, if not richer dimension that is the primary motivation for some types of learner
than, the traditional (Houle 1996).
educational experience.” Increasingly though, these problems are being addressed as online courses
run with dedicated instructors and tutors who, depending on their
teaching style will provide instruction, information, expertise, guidance
or facilitate dialogue. E-Learning, online communities are developed
through use of asynchronous techniques such as bulletin boards and
chat rooms, and synchronous solutions such as video conferencing.
2.4.2 Communication and Simulations
When a simulation is added to an online course, learners and tutors need
to communicate with more than words and images. Learners and tutors
must share the simulation if they are to communicate effectively about it.
Sharing simulations can take on-line learning far beyond the on-campus
experience as it provides opportunities for:
• group experiential learning,
• exploring multiple perspectives and
• using collaborative learning to develop and share alternative views.
“ If interactive
simulations are to
become the norm 3 Key Issues
rather than the
If interactive simulations are to become the norm rather than the
exception in
exception in e-Learning, they should be as easy to produce, manipulate,
e-Learning, they share and deliver as other media.
should be as easy to
Key issues in the inclusion of simulations in courseware are the:
produce, manipulate,
• cost of production ;
share and deliver as • quality of the end product.
other media.”
3.1 Improving the Cost of Production
Two ways in which the effective cost of production can be reduced are:
1. Faster, more efficient production processes;
2. Increased reusability.
3.1.1 Improving the Production Process
The most time-consuming component of online content to produce is
complex, meaningful interactivity, which usually requires programming
expertise. Programming resources are an expensive and often
scarce commodity.
4Interactivity and Simulations in e-Learning
Two ways of reducing programmer effort are:
1. Provision of appropriate programming tools to streamline
production;
2. Ensuring the development process allows appropriate experts
to contribute to the design thus reducing the burden on
the programmer.
3.1.2 Re-using Interactive Simulations.
For maximum reusability, content should be in a standard compliant
“Compliance with format that can be exchanged and re-used, cross platform and in
developing standards
different delivery environments.
that allow the content
developer to mark The idea of chunking learning as re-usable objects has been around
for some time now and has been adopted by a number of e-Learning
up and categorise
producers and vendors. For example CISCO define RLOs (Re-usable
learning content is Learning Objects) the equivalent of a lesson and RIOs (Re-usable
important to ensure Information Objects) the equivalent of a page within that lesson (CISCO).
interoperability,
Compliance with developing standards that allow the content developer
reusability and to mark up and categorise learning content is important to ensure
portability.” interoperability, reusability and portability.
Currently there are three standards, hopefully moving towards
convergence, which provide specifications for tagging and
categorising content:
• Learning object metadata from the IEEE Learning Technology
Standard Committee (LTSC) - a specification for tagging
courseware components.
• IMS, (Instructional Management System) - specifications for locating
and using courseware components.
“ The quality of • SCORM (Shareable Courseware Object Reference Model) - allowing
production can be exchange and re-use of courseware components.
greatly improved
by allowing the 3.2 Improving the Quality
The e-Learning production process usually involves a team of specialists
appropriate experts
containing some combination of the following:
to contribute to
the design and • education/training specialists
• subject specialists
production process.”
• graphic designers
• software engineers
• multimedia specialists
• testers and QA specialists
The software engineer usually undertakes development of any complex
interactive simulations required in courseware. This effectively prevents
non-programming specialists becoming deeply involved in a production
process that should involve the whole team. The quality of production
can be greatly improved by allowing the appropriate experts to
contribute to the design and production process.
5Interactivity and Simulations in e-Learning
There are essentially two phases in the production process of a simulation:
• The coding of the model defining its behaviour;
• The development of a visualisation of that model’s behaviour.
Improved tool sets that allow multimedia, subject and graphic design
specialists to construct visualisations in a graphical editing environment
whilst allowing software engineers to concentrate on developing the
model are highly desirable.
3.2.1 Customising Interactive Simulations
Ideally interactive simulations should be capable of being easily tailored
and customised to suit different courses and types of learners.
Section 3.1.2 outlined the importance of re-using learning objects,
which have been tagged (with some of a large number of possible criteria)
to indicate their area of use e.g. subject area, level of learner, language
etc. Once created, such a learning object has fixed functionality, it is not
easy to tailor it to suit different learning and teaching styles. Re-usability
can be taken one stage further if, as suggested above, the user interface
is developed separately from the model. A single model could then be
“ Ideally interactive associated with any number of visualisations, each visualisation customised
simulations should
according to the requirements of different curricula, courses, teaching
be capable of being
style, or learner expertise to produce a new learning object. (See example
easily tailored and in Figure 1)
customised to suit
different courses 3.3 Summary
and types of learners.” Two themes have been identified as important in improving both cost
and quality of simulations. These are:
1. Making development of simulations a team process where all
courseware development specialists can contribute.
2. The importance of reusability and customisability.
4 The Future of Interactivity and Simulations
We have discussed current key issues in use of simulations in online
courses. In the future there are two key areas where the role of
simulations can be greatly enhanced:
• Collaborative working;
• Interoperability with e-Learning management systems and
assessment tools.
4.1 Collaborative Use of Simulations
In a traditional educational setting, learners and teachers are face to face,
and communication between learners or learners and tutors takes place
as a matter of course. In e-Learning, groups of learners can be online at
the same time in timetabled sessions i.e. synchronously or at different
times to suit their own convenience i.e. asynchronously. Collaborative
access to simulations should be provided to suit both modes of use.
6Interactivity and Simulations in e-Learning
Visualisation 1 METADATA:
TITLE: Sunrise and Sunset
INTERACTIVITY TYPE: Simulation
LEARNING CONTEXT: Secondary Ed.
SOLAR
GEOMETRY Visualisation 2 METADATA:
ALGORITHM TITLE: Solar Geometry
INTERACTIVITY TYPE: Simulation
LEARNING CONTEXT: Tech Sch. 1st cycle
“Tutors may intervene to Visualisation 3 METADATA:
TITLE: Azimuth and Day Length
correct misconceptions, INTERACTIVITY TYPE: Linked Simulations
LEARNING CONTEXT: HE 1st cycle
answer questions,
challenge the learner’s
understanding or
Figure 1 Example of enhanced reusability
promote dialogue.
Shared access to
simulations is
important for
communication in
all these scenarios.” 4.1.1 Communication Between Tutor and Learners
In e-Learning, depending on the type of course, the role of any tutor
can vary from that of instructor, guide, expert or facilitator. Tutors may
intervene to correct misconceptions, answer questions, challenge the
learners’ understanding or promote dialogue. Shared access to
simulations is important for communication in all these scenarios.
4.1.2 Communication Between Learners
Equally important in learning theories such as constructivism, is the role
of dialogue between learners whom it is believed construct their own
“ Collaborative access understanding and validate it by discussion with their peers.
to simulations provides
a powerful learning Collaborative access to simulations facilitates:
experience in which • learning through construction and
• learning through dialogue.
learners share much
more than words It provides a powerful learning experience in which learners share
and images. ” much more than words and images.
4.1.3 Asynchronous Communication
Learners who are not online together who wish to communicate about
a simulation must be able to:
• Save and restore state: i.e. Refer to a common visualisation of a
simulation and its state (the values of parameters in the system
being simulated)
• Record and replay: i.e. demonstrate a sequence of actions leading
to a given state
• Annotate: so as to highlight a point or focus attention.
So, for example, a learner using a simulation might be puzzled as to why
it behaves in a certain way. Learners should be able to save the state of
7Interactivity and Simulations in e-Learning
the simulation and post it to a bulletin board or email it to their tutors
with the appropriate question. The tutor can load the simulation, see the
actions the learner has taken and then reply to the question, including
an amended simulation state as part of the answer.
Questions and answers can be stored as FAQs providing additional
resources for future students, easing the burden on the tutor.
4.1.4 Synchronous Sharing of Simulations
“ Unlike the traditional Shared networked access to simulations allows a range of educational
lecture theatre, all scenarios to be implemented. These not only duplicate the “face to face”
users have access to experience (classrooms, tutorials and practical sessions), but can go a
the simulation and stage further by enabling simulated team role play. Here, learners take
on different roles and interact with a simulation in a way that reflects
the lecturer can cede
their responsibilities and place in the team hierarchy.
control to learners
to allow them to ask To provide flexible collaborative access to a simulation the following
functionality must be provided:
or answer questions. ”
• Concurrent access to the same running simulation model
• Different visualisations to suit the varying roles and preferences
of users
• Access control to allow each user appropriate access to the
model variables
With this flexibility, a range of learning scenarios suited to different
styles is possible:
• Online lectures and virtual classrooms: Here, a teacher controls
the flow of information to the learners. The traditional media
(audio, video and text) can be augmented by use of simulations.
Unlike the traditional lecture theatre, all users have access to the
“ Remote learners work simulation and the lecturer can cede control to learners to allow
in pairs or small groups them to ask or answer questions. Record and replay functionality
sharing a networked allows the learners to view these interactive demonstrations as
simulation to design well as the lecture itself.
and control experiments • Online laboratory sessions: Here as in traditional laboratory
exercises or practical sessions, remote learners work in pairs or
and discuss the results.”
small groups sharing a networked simulation to design and
control experiments and discuss the results. Tutors can look at
what each group is doing and may:
• intervene with a group if they feel help is necessary
• answer questions and provide help when asked
• intervene with the whole class if a question of general
interest arises
• introduce subtle variations according to student performance.
• Team role playing: Here each team member can view or change
variables appropriate to their role. Tutors have access to all model
variables and could perturb a smoothly working system to see how
a team cope. This opens the door to team building activities such
as just-in-time crisis management.
8Interactivity and Simulations in e-Learning
4.2 Integrating Simulations with E-Learning Tools
Increasingly, online courses are being delivered through a Learning
Management System (LMS), a computer-based system that provides a
suite of tools to manage and deliver course materials and assessment.
Facilitating interoperability and integration of simulations with these
tools can deliver substantial benefits to the quality of e-Learning.
4.2.1 Learning Management System
In an LMS, individual learner profiles are interfaced to appropriate back
office systems tracking learner progress. It should be as easy to report
student progress and activity in a simulation to any LMS, as it is to report
on use of any other course components. Compliance with standards such
as IEEE LTSC, IMS, SCORM and AICC (The Aviation Industry CBT Committee)
are important if this goal is to be achieved
4.2.2 Assessment Tools
Computer Assisted Assessment (CAA) has great potential : it can stimulate,
motivate, be diagnostic and reinforce learning by providing directed
feedback (Freeman et al 1998). Nonetheless CAA has many detractors
“ Combining the interactive, who criticise the approach as being a poor test of a student’s deeper
exploratory nature of knowledge. The Web-based Education Commission to Congress recognise
simulations with the the potential of extending assessment:
diagnostic opportunities
“Possibilities for new kinds of questions using multimedia, simulations
of assessment has great and other resources to assess sophisticated learning goals (e.g., problem
potential to enrich the solving, visualisation, and modelling)” (WBEC)
learning experience.”
Combining the interactive, exploratory nature of simulations with the
diagnostic opportunities of assessment has great potential to enrich
the learning experience. Currently assessment engines are limited in
the types of questions that can be handled (multiple choice, ranking,
matching, drag and drop). Integrating simulations with assessment
allows the student to explore and experiment before submitting a far
more complex answer (the simulation state) than a single value or
choice from a list.
New types of question testing all levels of learning can be developed.
For example:
1. Place a simulation in a state to demonstrate a named behaviour.
2. Given a set of system variables, sketch the predicted behaviour.
3. Map a real world scenario into a simulation state.
4. Fix a simulation system containing a malfunctioning component.
5. Define the interrelationship of parameters within a simulated
system. i.e. work out the governing equation.
6. Optimise system performance.
Full integration with an assessment engine would also allow the tutor
to help the learner develop understanding by providing appropriate
feedback (e.g. an ideal simulation state) if the answer were incorrect.
9Interactivity and Simulations in e-Learning
5 The MultiVerse Vision
The MultiVerse vision is to unlock the full potential of interactive
simulations within e-Learning courseware. We develop and supply tools
and utilities to content producers who share our vision for e-Learning.
Our aim is to simplify the production of simulations so that their inclusion
in online courses becomes the norm rather than the exception.
Four themes underlie the MultiVerse product strategy:
“The MultiVerse vision 1. Improving reusability.
is to unlock the full 2. Streamlining (shortening and improving) the production process.
potential of interactive 3. Empowering experts to participate to an ever greater extent in
the development process.
simulations within
4. Building a community of users who contribute to and share
e-Learning courseware.” interactive components.
MultiVerse tools are designed for all stages in the production of
interactive simulations from design and development, to deployment.
A hallmark of the company’s approach is the provision of maximum
flexibility at all these stages. The tools are flexible enough to suit
developers whatever teaching style they adopt.
5.1 MultiVerse Interactive Simulations - The eSim
In a nutshell, MultiVerse provides a flexible design environment
facilitating the cost effective creation and deployment of educational
simulations. One of the key differences between using MultiVerse
tools and the production of hand-crafted bespoke simulations is the
independent development of:
1. The model controlling the behaviour of simulation and the
“ Our aim is to simplify 2. The visualisation of that model.
the production of
One model can be associated with many different visualisations to suit
simulations so that different teaching styles, levels of expertise and courses. We term the
their inclusion in combination of a model and a single visualisation (user interface) an
online courses becomes eSim (See Figure 2).
the norm rather than
the exception. ”
input variables
MODEL VISUALISATION
output variables
code controlling the learner’s
system behaviour view of the system
Figure 2 The structure of an eSim
10Interactivity and Simulations in e-Learning
5.2 The eSim Development Process
When a topic requires a simulation, the entire development team can be
involved in its design and production.
Identify need for interactive content
ONE MODEL
Design for future needs
(generalise to ensure neutrality)
Model production
MANY VISUALISATIONS
“ All members of the Design for current need
(focus to specific learner requirement)
team can contribute
to the design and
production of the
Rapid prototype If necessary
user interface using with existing create new
the MultiVerse interface objects generic objects
eSim Builder. ”
Visualisation production
Simulation Deployment
tasks undertaken by:
ANY TEAM MEMBER SOFTWARE ENGINEER
Figure 3 The eSim development process
There is no limit to the number of visualisations that can be built from
one model. The eSim development process reflects this. Interfaces to
suit different curricula, courses, learner levels and learning styles can
be constructed from the same model. The team, in particular subject
specialists, consider all potential eSims that may be produced from a
model. The model is then designed generically to encompass this and
is developed using the MultiVerse model building tools.
11Interactivity and Simulations in e-Learning
All members of the team can contribute to the design and production of
the visualisation using the MultiVerse eSim Builder; it is effectively
a collaborative process. New objects may be required to build a
visualisation. These new objects can be used in visualisations for other
models and are designed to be as generic as possible. Any member of the
team can carry out design and deployment of the visualisation to the web.
5.3 The Basic Toolset
The basic toolset written entirely in Java consists of three groups of tools:
1. Model construction tools
2. Interface construction tools
3. Deployment tools
The entire team is empowered to take part in the design process.
5.3.1 Model Construction Tools
The model construction toolset is currently designed for use by software
engineers and consists of tools aiding the rapid production of code
defining model behaviour:
“ The visualisation is The suite of tools includes the following
constructed separately
Programmer’s API
to the model and the
This provides the appropriate Java methods to:
software engineer • make model variables accessible in the visualisation so they can
can ignore issues be displayed using interface components
such as the layout • specify code, which runs when a user undertakes a specific action
of the interface.” • save and restore model state.
Wizard
This simplifies the programmers’ task by producing Java code
stubs for methods defined in the API.
The visualisation is constructed separately to the model and the
software engineer can ignore issues such as the layout of the interface.
Communication between model and interface is handled by the
MultiVerse API. Software engineers are free to concentrate effort in
an area where their skills are most needed.
5.3.2 Interface Construction Tools
The eSim Builder allows the designer to build up a visualisation by placing
and tailoring visualisation objects such as sliders, digitals, gauges and
graphs on an interface canvas. In the initial stages of design these objects
can be used to prototype a layout before the model is created. Once the
model is available, the visualisation objects can be easily linked to
variables in the model. Changes to the visualisation can be made to
rapidly try out new interface designs. As it is possible to switch between
edit and simulation mode within the MultiVerse Interface Builder, it is
also easy to test out the functionality of new interfaces.
12Interactivity and Simulations in e-Learning
If new display objects are required the software engineer can:
• enhance existing display objects
• add external display objects
• create new display objects
• create a new object from a group of existing objects.
All members of the team can contribute to the design of the visualisation.
The construction of an interface is as easy as constructing an image in a
standard graphical editor.
5.3.3 Web Deployment Tools
The deployment tools allow the course designer to publish an eSim to
the web. The tools automatically package all necessary files to allow the
eSim to be slotted easily into any web browser delivered courseware.
5.4 Community of Users
Re-usability and customisability are extremely important to the MultiVerse
ethos. Reusability is built into the system at every level, from the models
to the visualisation components.
“ The construction of To ensure the benefits of re-usability are maximized, the Company is
an interface is as easy building an online market of re-usable MultiVerse components: models,
as constructing an interface objects and eSims. The Company will seed the repository and
image in a standard continually contribute to it. Other producers of MultiVerse eSims will
graphical editor. ” be encouraged to upload components, which they can choose to sell or
make freely available to the community of users.
6 The Future
Two themes run through the future MultiVerse tool development:
1. Empowering experts to participate to an ever greater extent in
the development process
2. Improving the educational flexibility and viability of simulations
and other interactive content.
The following tools, designed to take our vision forwards, are
in development.
6.1 Empowering Expertise
6.1.1 Model Building Tools for the Non-Programmer
One of the areas where the programmer is still required in eSim
production is the construction of the model. A toolkit is being
developed which makes the model building process more accessible
to the non-programmer by allowing drag and drop construction of
model behaviour.
A series of toolkits related to different subject areas is planned.
13Interactivity and Simulations in e-Learning
6.1.2 The Collaboration in the Development Team
The Company plans the introduction of a collaborative tool with the
functionality outlined in section (4.1.4) allowing multiple users to design
eSims. Developers or developers and clients remote from one another
will be able to synchronously design and implement interface changes
and discuss and review them immediately. This will provide greatly
enhanced productivity.
6.2 Improving the Educational Experience
“ Developers or developers
and clients remote from 6.2.1 Collaborative Learning
one another will be able The collaborative toolset will be extremely valuable in an educational
to synchronously environment allowing access to a range of teaching scenarios. The tools
are not prescriptive as to the learning models they adopt and can be of
design and implement
use in the wide range of scenarios outlined in section 4.1.4.
interface changes and
discuss and review 6.2.2 Integration with other E-Learning Tools
them immediately. ” Future tools will be interoperable with assessment engines and LMSs
and will implement the functionality described in section 4.2. Designers
will be able to specify the type of information they wish collected by an
assessment engine or LMS as the learner uses an eSim.
It will be possible to collect information about:
• when a student began and finished using an eSim
• what variables they changed and when.
As well as improving online assessment, such functionality will provide an
extremely useful monitor of how students use simulations and aid in the
identification of students having difficulties.
6.2.3 Interface Overlays
“ Future tools will be An interface overlay is essentially a portion of the interface that can
interoperable with be hidden until required. It’s useful for designers who want to provide
assessment engines additional information to users such as
and Learning
• explaining how to undertake a task
management Systems. ” • showing a correct answer
• providing annotations or hints
• focussing attention.
Use of an interface overlay provides another level of customisability
for the designer who wishes to tailor an eSim to more closely match the
level and learning style of a learner.
6.2.4 Event Triggers
The event trigger can provide an important addition for the designer
who wants to provide feedback to the learner.
A trigger condition might be set:
• to help learners in difficulties
• if they answer a question incorrectly
• if the simulation is in a state which requires explanation
• as part of a predetermined sequence.
14Interactivity and Simulations in e-Learning
The designer will be able to specify a system condition under which
an “event” will be triggered.
Typical events include:
• display of an informative message
• playing a video or audio sequence
• providing links to external information
• making an interface overlay visible.
Again, this functionality will enable the content designer to further
“ Cost effective production customise content to meet their learners’ disparate needs.
of interactive simulations
through streamlining
development processes,
7 Summary
ensuring maximum
There is unrealised potential in the use of interactive simulations in
re-usability and
e-Learning. The MultiVerse vision is to realise this potential. Our aim is
expanding the pool
to ensure that course designers have a flexible non-prescriptive tool that
of specialists able to allows them to use simulations in the way that best suits their end users
undertake production whatever their individual needs, situation, language or learning styles.
is the way ahead.” Cost effective production of interactive simulations though streamlining
development processes, ensuring maximum re-usability and expanding
the pool of specialists able to undertake production, is the way ahead.
15Interactivity and Simulations in e-Learning
8 References
• Stephen D. Brookfield (1986) Understanding and facilitating adult
learning. San Francisco: Jossey-Bass. ISBN 1-55542-355-8.
• CISCO. Reusable Learning Object Strategy. Definition, Creation
Process and Guidelines for Building CISCO Systems Inc.
http://www.cisco.com/warp/public/10/wwtraining/elearning/
whitepaper_docs/rlo_strategy_v3-1.pdf
• Freeman, R., and Lewis, R., (1998) Planning and Implementing
Assessment, Kogan Page.
• Honey P and Mumford A (1992) The Manual of Learning Styles,
Maidenhead, Peter Honey
• Houle, Cyril.O (1996) The Design of Education, Jossey Bass Wiley;
ISBN: 0787902098
• Kolb, David (1984) Experiential learning: Experience as the source
of learning and development. Englewood Cliffs, NJ: Prentice-Hall,
ISBN 0-13295-261-0
• Lewin, K. (1951) Field theory in social science: selected theoretical
papers. D. Cartwright (Ed.). New York: Harper & Row
• Merrill Lynch, 1999. The Book of Knowledge: Investing in the
Growing Education and Training Industry.
• WBEC The Power of the Internet for Learning. Report of the
Web-Based Education Commission to the President and Congress
of the United States. (19.12.00)
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